LC 6001 
.168 
1910 
Copy 1 




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^^^HE home and principal offices of the 
J Schools are in Scranton, Pennsylvania, a 
^^^^ prosperous, growing city — the third, in 
size, of the state and the metropolis of the anthra- 
cite coal region. Other cities have been advertised 
by some well-known local enterprise, but no other 
city has enjoyed such publicity as Scranton by 
reason of being the home of the International 
Correspondence Schools. Mention Scranton almost 
anywhere in the civilized world, and some such 
remark will be made as "That's where the Scran- 
ton (International Correspondence) Schools are." 












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Founder and President 





International Textbook Company 

PROPRIETORS 

International Correspondence Schools 

OFFICERS 

Thomas J. Foster President 

Rufus J. Foster Vice-President 

E. H. Lawall Treasurer 

Stanley P. Allen Secretary 

Madison F. Larkin Controller 

DIRECTORS 

W. L. Connell Scranton, Pa. 

Thomas J. Foster Scranton, Pa. 

Rufus J. Foster Scranton, Pa. 

J. K. Griffith Latrobe, Pa. 

C. D. Jones Scranton, Pa. 

T. E. Jones Scranton, Pa. 

E. H. Lawall Wilkes-Barre, Pa. 

C. D. Simpson Scranton, Pa. 

B. B. Megargee Scranton, Pa. 




■I 







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Faculty of the I.C.S. 



r T)C7 : 



President 

THOMAS J. FOSTER 



Dean 

JOHN JESSE CLARK, M. 
Lehigh University 



Director of Instruction 

JOHN LOWREY MARTIN, C. E. 
Rensselaer Polytechnic institute 



Assistant Director of Instruction 

MOUNT D. GRAVATT. M. Sc. 

Rutgers College 

Schools Principals 

ADVERTISING S. ROLAND HALL 

ARCHITECTURE WILLIAM SCOTT-COLLINS 

ARTS AND CRAFTS E. LEONARD ROLLER {Pennsylvania College and Drexel Institute) 

AUTOMOBILE RUNNING C. WADSWORTH, JR. (Pratt Institute) 

CHEMISTRY H. M. Menner (Lehigh University) 

CIVIL ENGINEERING CONSTANTINE K. Smolby, C. E. (Polytechnic Inst., Zurich, Switz.) 

CIVIL SERVICE WILLIAM D. KOCHERSPERGER (United States Naval Academy) 

COMMERCE AND BANKING NELSON HlNDLEY PROUTY 

DRAWING LARS HARALD KJBLLSTEDT, C.I. (Government Technical School, Boras, Sweden) 

ELECTRICAL ENGINEERING FRANCIS H. DOANE, A. M. B. ( Tufts College) 

ENGLISH BRANCHES CARRIE W. FAUST. M.ol E. (State Normal School, Bloomsburg, Pa.) 

FRENCH EDOUARD LAMAZE, B. S. and C. A. P. (University of France) 

GERMAN WILLIAM ANTON SIBBER. Ph. D. (University of Vienna, Northwestern University) 

ITALIAN 

LAW DAVID C. HARRINGTON 

LETTERING AND SIGN PAINTING Charles JAMES ALLBN 

LOCOMOTIVE RUNNING JAMES FRANCIS COSGROVE (University of Wisconsin) 

MATHEMATICS AND MECHANICS J. FOSTER HILL, A. B. (Harvard University) 

MECHANICAL ENGINEERING A. Bowman Clemens, M. E. (Cornell University) 

MINES (Coal Mining Division) JAMES Thom BEARD, C. E.. E. M. (Columbia University) 

MINES (Metal Mining and Metallurgy Divisions) CHARLES L. BRYDBN, E. M., B. S. in Chem. (Lafayette College) 

NAVIGATION CAPT. ERNEST K. RODEN (Government College of Naval Science, Sweden) 

PEDAGOGY William B. RIDENOUR, A. M. (Buc knell University) 

PLUMBING. HEATING, AND VENTILATION THOMAS N . THOMSON (Heriot-Watt College. Edinburgh') 

POULTRY HUSBANDRY THOMAS F. McGRBW 

SHEET-METAL WORK AND BOILERMAKING 

SHOP AND FOUNDRY PRACTICE A. BOWMAN CLEMENS, M. E. (Cornell University) 

SPANISH JOSE NAVAS (Superior Normal School, Cadiz, Spain) 

STEAM AND MARINE ENGINEERING JOHN A. Grening (Staedtische Fortbildungs-Anstalt, Berlin) 

STRUCTURAL ENGINEERING John M. Maris. B. S., M. E. ( University of Pennsylvania) 

TELEPHONE AND TELEGRAPH ENGINEERING 

HENRY STORRS Webb. M. S. (Lehigh University) and B. S. (Mass. Institute of Technology) 

TEXTILES CHAUNCEY JACKSON BRICKETT (Lowell Textile School) 

WINDOW TRIMMING AND MERCANTILE DECORATION GEORGE EDWARD MACFADDIN 

Schools Assistant Principals 

ADVERTISING CHARLES ELLISON 

AGRICULTURE H. O. SAMPSON, B. Sc, B. S. A. (Iowa State College) 

ARCHITECTURE GEORGE W. MILNES, Civil Engineer 

COMMERCE AND BANKING THOMAS F. McHALE (State Normal School. Mansfield. Pa.) 

DRAWING C. BERNARD LINSTROM (Knox College) 

ELECTRICAL ENGINEERING ARTHUR ROSCOE DENNINGTON. B.S., E.E. (Pennsylvania State College) 

ENGLISH BRANCHES CLARA BuSHNELL 

FRENCH ALFRED COURTIN ( University of France) 

LAW JOSEPH A. KELLEY 

LOCOMOTIVE RUNNING W. R. JOHNSON 

MATHEMATICS AND MECHANICS Anna E. BRECK (McGill Normal School, Montreal, Canada) 

MATHEMATICS AND MECHANICS WINDSOR G. HAWLEY. E. E. (Pennsylvania State College) 

MECHANICAL ENGINEERING THURMAN Welford HOLLOWAY, M. EAOhio State University) 

SHEET-METAL WORK AND BOILERMAKING C. BERNARD LINSTROM (Knox College) 

SHOP AND FOUNDRY PRACTICE FRANK W. BRADY, M. E. (Purdue University) 

STEAM AND MARINE ENGINEERING CHARLES J.MASON (Technological Institute, U. of Halifax) 

TEXTILES LEWIS E. GlDLEY (New Bedford Textile School) 



John C. Price 



School of Electrotherapeutics 

William F. Brady, M. D. (Jefferson Medical College), Dt 
M. D. ( University of Pennsylvania), Professor of Electrotherc 



Illustrating Department 

CHIEF ILLUSTRATOR CHARLES JACOB HAYES (Coope 



peutics and Roentgen Rays 



Academy of Design, N. Y.) 





Stairway and Reception Hall, Instruction Building 






An Illustrated Description 
of the Largest Educational 
Institution in the World 



v 



J 




1X7= = 

Origin of the Schools 

In the eighties, President Thomas J. Foster was editor and publisher 
of the Mining Herald, of Shenandoah, published in the heart of the 
Pennsylvania anthracite coal region. 

Mining conditions were very dangerous in those days, and the large 
number of accidents in which miners lost their lives aroused Mr. Foster's 
intense personal interest. He saw what he believed to be the primary 
cause — ignorance on the part of mine foremen of mining phenomena 
and science and of the principles of the machinery they were required 
to operate. So he agitated and assisted in securing the passage of a 
state law requiring mine foremen to pass an examination. 

Then, desiring to help the men in some way to pass this examination, 
he started, in the Mining Herald, a column of questions and answers, in 
which were presented exercises in arithmetic, mensuration, formulas, 
etc., such as the foreman would have to be familiar with in order to pass 
the examination. This department was still a feature of the publication 
when Mr. Foster changed its name to the Colliery Engineer and moved 
to Scranton in 1889. Finally, Mr. Foster conceived the idea of con- 
ducting a correspondence course in mining by preparing special instruc- 
tion and question papers. 

It was in 1891 that he put this latter plan into practice, and on 
October 16 of that year, the first student was enrolled. By the 
following April one thousand men were studying the Mining Course 
by mail. 

It was at first planned to teach by mail only arithmetic, mensuration, 
ventilation, methods of working, and the installing and operating of 
machinery for the preparation of coal, and to have students come to 
Scranton to receive instruction in surveying and mapping from resident 
teachers. 

Classes for the instruction of students who came to Scranton to study 
mine surveying and mapping were maintained for several years, but as 
the students were busy men, few could spare the time or leave their 
work to attend classes. It became necessary to prepare instruction on 






the use of the mine compass and transit and of drawing materials, so 
that students could learn to survey and map without leaving their work. 
This having been accomplished, the resident classes were discontinued. 

The success in teaching mapping encouraged Mr. Foster to teach 
mechanical drawing by correspondence. In this he was also successful, 
and the teaching of mechanical and electrical engineering soon followed. 

From that time on, more and more Courses were added, covering 
the principal branches of technical education. Later the scope was 
again broadened still more to include such Courses as Languages, Adver- 
tising, Commerce and Banking, preparation for Civil Service, etc. 

The popularity of the new system of education was instantaneous. 
Thousands of industrial workers in the ranks, hungry for a better 
understanding of the work beneath their hands, reached out to this new 
source of knowledge. 

When the two large buildings of the International Correspondence 
Schools, on Wyoming Avenue, Scranton, were planned to accommodate 
the business that was increasing by bounds, it was thought that they 
would afford ample room for future growth of the enterprise. But the 
business had grown beyond the capacity of the buildings by the time 
they were completed. Today, the original buildings do not afford room 
for all of the home administrative departments. 

Growth of the Business 

From instruction in a single subject, the list of Courses has grown 
to two hundred and fourteen, covering leading trades, professions, and 
occupations, and giving the International Correspondence Schools the 
means of appealing to millions of people. 

Subjects Now Taught 

The Schools now give instruction in Advertising, Architecture, 
Architectural Drawing, Building and Contracting, Structural Engineer- 
ing, Concrete Engineering, Languages, Mathematics, Penmanship, 
Grammar, Letter Writing, Stenography, Typewriting, Bookkeeping, 
Banking, Commercial Law, Business Practice, Illustrating, Designing, 
preparation for Civil Service, English Branches, Methods of Teaching, 
Window Trimming, Show-Card Writing, Sign Painting, Chemistry, 
Sheet-Metal Pattern Drafting, Mechanical Drawing, Structural Drafting, 
Drawing for Boilermakers and Monument Workers, Electrical Engineer- 
ing, Telephone Engineering, Telegraph Engineering, Electric Lighting, 
Electric Car Running, Electric Lighting and Railways Work, Dynamo 
Running, Interior W T iring, Civil Engineering, Surveying and Mapping, 
Marine Engineering, Steam Engineering, Electrotherapeutics, Navi- 
gation, Mechanical Engineering, Shop Practice, Toolmaking, Pattern- 



11 






Upper Picture, General Correspondence Department 
Lower Picture, Stenographic Department 



12 





making, Foundry Work, Blacksmithing and Forging, Refrigeration, 
Gas-Engine Operating, Automobile Running, Mining Engineering, Coal 
Mining, Metal Mining, Metal Prospecting, Metallurgy, Hydrometallurgy, 
Smelting, Milling, Plumbing, Heating, Ventilating, Steam Fitting, 
Textile Designing and Manufacturing, Locomotive Running, Air-Brake 
Operating, and Poultry Farming. Agricultural Courses will soon be 
on the list. 

Work Done by Students 

Papers, Plates, and Records corrected and Special Letters written 
during the year 1909: 

Papers Plates Records Letters 

Home Office 610,415 177,198 10,836 125,811 

Denver 30,523 3,950 4,383 

London 62,146 11,042 637 15,524 

New Zealand 8,169 2,344 932 

The work done by foreign students is shown here, but the business 
in Great Britain and her Eastern Colonies is now controlled separately. 

The first student completed his Course in 1891. At the time of pre- 
paring this book (September, 1910) more than 150,000 students have 
received diplomas or made substantial progress in their Courses. 
Besides these 150,000 students, more than 425,000, with the assistance 
of the Faculty of the Schools, have completed mathematics, physics, 
drawing, and other subjects. Several hundred thousand others, without 
preparing written recitations for correction, have successfully studied 
from the specially prepared textbooks. 

How I. C. S. Courses Are Prepared 

The Schools maintain a large staff of textbook writers and editors 
and also contract with many outside experts for the preparing of manu- 
scripts. At the time this book is printed there are 35 persons employed 
regularly and 25 more under contract for special work. As the regularly 
employed staff has the benefit of extensive correspondence-teaching 
experience, our writers and editors work in cooperation with the outside 
experts. By this method, we are able to procure the best ideas and 
methods of leading men in various lines of work — men whose time is too 
valuable for the individual student to purchase — and to give this valuable 
information in the form and language that we have found best adapted 
to correspondence teaching. 

Manuscripts prepared by our own staff are usually reviewed by 
one or more outside experts before being printed. Every effort is 
made to have our teaching in accord with the best modern practice. 

In preparing a Course, it is not assumed that the student knows more 
than how to read and write. In this respect the I. C. S. texts are radically 



13 








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different from ordinary books, which are rarely — if ever — well adapted 
to the needs of the home student. 

The rapid advances in such sciences as electricity make frequent 
revision necessary. By our system, all portions of text and all examina- 
tion questions of a new Course that prove difficult or that for any other 
reason need revision are noted week by week. A great many minor 
changes are made in our plates from month to month as we print new 
editions. When a general revision is undertaken we have a complete 
index of what is needed. Thus our Courses grow in value and become 
easier and easier to study. 

Free From Higher Mathematics; Practical 

The I. C. S. textbooks do not, as a rule, include derivations of 
formulas, but show only the application of the formulas. Every rule 
or formula is immediately followed or preceded by one or more examples 
with their solutions. When several rules or formulas are available, only 
the best and most practical one is given. Whenever possible, all 
questions and examples relate to familiar processes and operations. 

Textbooks Easy to Study, Remember, and Apply 

I. C. S. textbooks are remarkably free from ambiguous expressions — 
both those due to faulty rhetoric and those due to insufficiency of state- 
ments or explanations. An illustration is used wherever it will aid the 
student. Sectional and perspective views are freely used, a large illustra- 
ting department — employing as many as 35 illustrators and draftsmen — 
being maintained for this work. 

These works, specially bound and indexed, constitute the best 
technical reference library obtainable, and thousands of sets of from 
5 to 100 volumes are being sold to engineers, editors, business men, indus- 
trial establishments, libraries, etc. 

The I. C. S. Method of Teaching 

Anything that can be put in spoken words can be put in printed or 
written words. Modern illustration can depict most objects as well as 
they can be shown in reality, and by means of sectional views can show 
interior workings as exterior observations of machinery, etc. do not. 

The correspondence-school student often gets experience as he 
studies — makes daily application of what he learns. While he is with- 
out the personal presence of the teacher, a link between him and his 
teacher is established by the frequent correspondence. 

The student does not have to leave home to secure an education; 
the education comes to him. He can keep right on with his work and 
study during spare hours. Studies need not interfere with business 



15 






Upper Picture, Office of Mines and Minerals, Formerly the Mining Herald 
Lower Picture, Mail Soliciting Department, where 600 to 1,300 Inquiries are Received Daily 



16 






or social engagements. He does not have to dress for class, has no car 
fare to pay. Each student is a class to himself; gets all the instruction; 
does all the reciting. He is not held back by slow members of a class 
nor embarrassed by smarter members. The instruction is private. 
Our written explanations are always with the student and can be studied 
repeatedly; oral ones cannot. 

The Schools never close. The student studies whenever convenient. 
He can move from place to place. He prepares several times as much 
written work as the class-room student does and consequently receives 
several times as much criticism. Much writing trains the correspond- 
ence-school student to be exact. 

The correspondence method develops concentration and self-con- 
fidence. There are no classmates to do the student's work for him. 

The I. C. S. instruction is supplied in two forms. A reference library, 
durably bound and thoroughly indexed, contains all of the instruction 
of the Course selected. These volumes are convenient for reviewing 
and also for looking up advanced information for which the student 
may have need but may not have reached in the regular study of his 
Course. In addition, pamphlet textbooks, called Instruction Papers, 
are supplied. These range from 24 to 80 pages and treat of a single 
subject or a single group of allied subjects. 

The student at the outset receives several of the Instruction Papers, 
together with full directions for proceeding with his studies. Informa- 
tion Blanks are provided with which to ask for assistance should the 
student, after thorough study, be unable to understand some important 
point. When the student has completed the study of a Paper, he pre- 
pares the examination work and mails it to his instructors, and proceeds 
immediately to the study of Paper No. 2. When the work is received at 
the Schools it is corrected carefully, and further explanations are made 
wherever needed. If the grade of the work is 90 or higher, a percentage 
certificate is awarded. If the grade is below 90, the student is required 
to review and to submit certain new work. More Papers are sent with 
the corrected work. At the end of the Course a final examination is given. 

Example of the Work in One of Our Schools 

An idea of the practical results of I. C. S. instruction can be had from 
the following extract from our records: 

Out of 1,015 unselected students in the Steam Engineering Course 312 
became chief engineers. Of this number (312) IS, at the time of enrolling, 
were farmers, 7 were clerks, 3 were night watchmen, 25 were assistant sta- 
tionary engineers, 3 were blacksmiths, 52 were laborers, 3 were pump run- 
ners, 69 were firemen, 7-4 were stationary engineers, 9 were students, 19 
were oilers, 17 were machinists, 2 were miners, and 11 were apprentices. 



17 





Views of the Assembling and Binding Sections of Printing Department 



19 





618 out of the 1,015 became stationary engineers. Of this number 
(618) 30 were, at the time of enrolling, farmers, 7 were clerks, 6 were night 
watchmen, 36 were assistant stationary engineers, 7 were blacksmiths, 
62 were laborers, 9 were pump runners, 121 were firemen, 201 were 
stationary engineers, 22 were students, 41 were oilers, 33 were black- 
smiths, 11 miners, and 32 apprentices. 

Financial Record 

Many educational institutions, in order to achieve marked success, 
must be endowed. The I. C. S. stands out as a conspicuous example of 
success from both the commercial and the educational point of view. 

The earnings of the Company for the fiscal year ending May 31, 1909, 
were $1,118,329. The earnings for the year ending May 31, 1910, were 
$1,469,902.69. May, 1910, exceeded May, 1909, by $125,000. The 
year 1910 exceeded the year 1909 by $351,573. 

Cash receipts since the beginning of the business 

up to and including May, 1910, were $45,900,070.09 

Operating expenses for the same period 40,873,999.65 




Cash receipts in excess of operating expense. . $5,026,070.44 

The figure of $5,026,070.44 does not represent the total gain of the 
Company. There is a credit on Scholarship Accounts receivable to the 
amount of $3,939,000. The surplus of the Company for the year of 1910 
is $4,577,S65.62. 

Demand in Foreign Fields 

For a long time the phenomenal growth of the American work left 
little time for special attention to foreign fields. 

It early became necessary to have an Instruction Department in 
London. In New Zealand, though it required months to get a lesson 
to Scranton and back, the enrolments came at such a rate that in 1907 
it became advisable to send Instructors to the New Zealand office. 

The first field to be developed separately was that of Great Britain 
and the British Eastern Colonies. A separate company, the International 
Correspondence Schools, Limited, of London, England, the stock of 
which is owned by the International Educational Publishing Company, 
was organized in 1908. The success of the British Company has already 
proved to be even greater than was expected. 

For some time a special staff has been engaged in translating the 
most popular Courses into Spanish, preparatory to developing the broad 
Spanish-American field, and it is expected soon to extend the work to 
Germany and still other foreign countries. 



21 






Inspirational Work 

The enormous business done by the I. C. S. is due chiefly to 
its ability to create a desire for improvement through study, and 
the business can be enlarged as the Schools' power to create the 
desire for study is strengthened. The I. C. S. educational plan has 
a wider scope than a mere system of teaching; it includes a practical 
method of creating a desire for study, and making purchasers for its 
Scholarships. 

We publish, and through our salesmen talk, the benefits of edu- 
cation and the great rewards open to men who can do work better than 
their fellows; that education is the key to the door of success; that we 
have a practical means for working men to educate themselves in the 
theory of their work at their work ; that a man can form the study habit 
and educate himself; that we have special textbooks easy to learn, easy 
to remember, easy to apply; that the price is within the reach of all, as 
it can be paid in monthly instalments. 

Our inspirational efforts do not cease with the enrolment of the 
student. Every month thousands of special letters are mailed to dis- 
couraged, backward, and indifferent students, spurring them to action. 
For some years we have sent students Ambitiox, our monthly magazine 
of inspiration. The field representatives are also active in this branch 
of the work. 

Approval by the United States Government 

First. At West Point Military Academy, where the I. C. S. Language 
System was adopted for the instruction of the cadets. 

Second. By the adoption of our textbooks for the instruction of 
enlisted men at the Willets Point Engineering School. 

Third. By Ex-Secretary of the Navy Moody, in course of hearings 
before the Committee on Naval Affairs, House of Representatives. 

Fourth. By the Hon. Carroll D. Wright, in a report of the Depart- 
ment of Labor. In the course of this report, Mr. Wright says: 

"There are so many cases where the system of instruction pursued by 
these Schools (the I. C. S.) has enabled the student to advance from the 
lower branches of a trade or occupation to a complete mastery of the 
same that it would be impossible to estimate the benefits that have 
accrued to those that have been under instruction. There are thou- 
sands of students, also, whose earnings and prospects have been increased 
from 50 to 200 per cent, by the instruction they have received." 

Recognition by Employers 

Throughout the country leading employers have opened their shops 
for I. C. S. Shop Exhibits and encouraged their men to enroll, knowing 



23 





^■'5? 






Upper View, One of the Aisles of the Stock Room, Over 300 Feet Long 
Lower View, Office of Superintendent of Shipping 



25 






Upper View, Textbook Editors and Writers. Lower View, Illustrating: Department 



26 





that the ambitious studying workman will give better service. A large 
number of concerns have provided study rooms for the I. C. S. students 
in their employ. Others have offered to pay half the cost of a Course. 
Still others have announced that the possession of an I. C. S. Diploma 
would be regarded as good argument for advancement. The Schools 
have published several large books of letters from employers, expressing 
their approval of the I. C. S. method and of the I. C. S. textbooks. 

Naval Department 

In accordance with a special arrangement with the United States Navy 
Department, this branch of the I. C. S. is separated from the general field 
work and maintained by special I. C. S. Representatives who are well 
qualified to advise the seafaring man what Courses are best suited to the 
purpose or promotion he has in view. These I. C. S. Representatives 
appoint on board each ship an officer or enlisted man of high rating to act 
as instructor, to assist the students with their studies when at sea, in 
order to avoid delay in waiting for mail ports from which to forward their 
work to Scranton. More than 4,000 enlisted men and officers are pur- 
suing Courses of study. During this time, 21 of these enlisted men 
have secured commissions as Ensigns, some of whom have now attained 
the rank of Lieutenant, senior grade. Others have increased their 
ratings and are Warrant Officers. 

The Railway Branch 

The Schools own 7 air-brake instruction cars, a dynamometer car, and 
a passenger railway-service testing car. In addition to these cars, 
there are a number of cars furnished by railroad companies on which 
the I. C. S. instructors travel from place to place, lecturing on com- 
bustion, firing, etc. These cars lie over for a week or more in cities 
and towns where I. C. S. Railway students live, thus supplementing 
the correspondence instruction by demonstrations on apparatus. 

The Schools sell Locomotive Running Scholarships only to those 
employed as engineers or firemen in actual service at the time of enrol- 
ment. 

Prison Work 

Though the very nature of the work prohibits detailed publicity, the 
Schools have for years enrolled and taught many convicts and inmates 
of reform schools. Some of these men are unusually good students. 
A writer in one of the American monthly magazines recently told of 
visiting a state prison where he saw the walls of a cell covered with 
drawings made by an I. C. S. student. That convict went out pardoned 
before the end of his term, a new man with a purpose. Our work with 
this class of people is regarded favorably by prison and state officials. 



27 






Upper Picture, Record Department, Where the Records of a Million and a Quarter Students are Kept^, 

Lower Picture, Cashier's Office 



28 





The Broad Field 

When one considers the great army that yearly leaves public schools 
with no equipment for skilled service, the wonder is that some such 
institution as the I. C. S. had not sprung into being half a century ago. 

The following figures, showing the number of workers in the United 
States in a few of the trades and professions covered by our Courses of 
Instruction, afford an interesting demonstration of what there is yet to 
be done in the training of men FOR their work AT their work: 

Number of 
Nature of Work Persons Employed 

Carpenters 678,000 

Masons 181,000 

Plumbers 110,000 

Railroad Employes 655,000 

Street Railway Employes 78,000 

Blacksmiths 256,000 

Machinists 319,000 

Salesmen and Saleswomen 688,000 

Clerks and Copyists 579,000 

Textile Industries 588,000 

Stationary Engineers and Firemen 253,000 

Miners (Coal and Metal) 603,000 

Telephone and Telegraph 101,000 

Farmers, Planters, and Farm Laborers 10,000,000 

Bookkeepers and Clerks 885,000 

Teaching employed persons the science of their trades and profes- 
sions is only one branch of our work. Other equally important branches 
are the preparation of employed and dissatisfied persons for more con- 
genial occupations, and the giving of young unemployed persons the 
training necessary to enable them to start in chosen vocations. 

The selling organization of the International Correspondence Schools, 
consisting of S00 Routes grouped into 250 Divisions and arranged into 
33 Districts, covers the United States and Canada, which have a com- 
bined population exceeding one hundred millions. In the two countries 
approximately 2,000,000 young men and women reach the age of 21 every 
year; as many more are at the age of 20; as many more at the age of 19; 
and so on. In the United States only about 200,000 per year attend 
universities, colleges, and professional schools, and we enroll many of 
these, who after graduating decide to take up some specialty. If the 
enrolment of the I. C. S. reaches 200,000 a year, for every student we 
secure there will be dozens more reaching the self-supporting age with- 
out industrial training. Besides, our business is not confined to persons 
around the aa:e of 21. 



29 






Students' Aid Department 

This Department will, on request, notify an employer of the progress 
a student is making; or a letter concerning the student's record will, on 
request, be sent to an employer when the student has applied for a 
new position. When a sufficient part of the Course has been com- 
pleted, a general letter of recommendation will be furnished. From 
time to time communications are received from employers, asking for 
names and addresses of students of certain qualifications. When such 
applications are received, the files are consulted and those students are 
recommended whose progress, experience, age, location, or other quali- 
fication seems to fit them for the particular position. This department 
has aided many thousands of students in securing suitable employment. 

Future of the Schools 

Twelve or fifteen years ago correspondence education was, so to 
speak, in its infancy. Though popular with its students, the corre- 
spondence plan was not taken so seriously by the great body of the 
people. It was thought by many to be a fad, in spite of the fact that 
such resident schools as Chicago University were doing well with their 
correspondence departments. Today the merits of the new plan of 
teaching are generally recognized. 

The world today looks to the I. C. S. as the hub of correspondence 
instruction. Thousands of inquiries are received, asking about Courses 
that the Company has not seen its way clear to prepare. 

The founder of the Schools is still in active control as the president 
and general manager. He is blessed with health and energy, and 
finds the joy of living in the working out of extensions and improvements 
in the unique enterprise he founded. Such a strong organization has 
been perfected, however, that the future success of the business does 
not depend on its great founder. The Executive Committee, consisting 
of Mr. Foster and three other Directors, spends two days every alternate 
week, going over the most important features of the business. The 
Company since its inception has held to the policy of promoting and 
retaining valuable employes. Today it has the greatest staff of corre- 
spondence-school experts in the world. 

The International Correspondence Schools, being of the vocational 
type, are certain to profit by the agitation that is now so general for 
the vocational school. 

In its advertising, its methods of inspirational educational canvassing, 
and in its Home-Office administration, the Company has for a decade 
commanded the admiration of the business world. 

Wonderful as the past seems, however, it is certain that what has 
been done is only the beginning of much greater achievements. 



:;i 





)GT 2$ 19 ii 





Interesting Facts 

At end of 1891 there were 115 students. 

At end of 1895 there were 10,105 students. 

At end of 1900 there were 251,310 students. 

At end of 1905 there were 853,773 students. 

At end of 1909 there were 1,267,000 students. 

An average of more than 300 students per month voluntarily report 
advancement in position or wages. 

From 600 to 1,300 people inquire daily for particulars of the I. C. S. 
home-study Courses. 

Daily postage bill, $500. 

181 railroad companies contract for the instruction of their 
employes. 

Nearly $2,000,000 has been spent in preparing and improving the 
I. C. S. textbooks — easy to study, apply, and remember. 

The I. C. S. Reference Library now numbers 223 volumes, averaging 
525 pages and 243 illustrations each. About 63,000,000 pages of 
instruction are issued per year. 

There are 1,400 employes in the Home Office and 1,820 in the field 
organization. 

The cost of the present buildings exceeded $1,000,000. 

125 colleges, universities, and technical schools have purchased I. C. S. 
textbooks. 

The list of stockholders includes many students who use their influence 
in securing new enrolments, and share in the profits of the business. 




32 
360V— 14947-20m 



LIBRARY OF CONGRESS 



029 944 075 8 



